Pedagogically driven digital education for diverse people and deeper partnerships

Peter Linford, K. Sim
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Abstract

The digital era has ushered in a new set of skills/competencies that both teachers and students need to acquire in order to thrive in their academic/professional pursuits. Digital literacy has become a crucial aspect of education, particularly in higher education where teachers and students are expected to engage with digital resources/tools on a regular basis. This shift has irrevocably changed the face of education and digital literacy has evolved to be more than just the ability to use digital tools — it now encompasses the critical skills/competencies that require teachers and students to navigate, analyse, and create information within the digital space. Adopting the hexagonal socio-technical systems theory (University of Leeds, 2023), a pilot digitalised sailing theory course was launched for adult learners at both beginner and intermediate levels from 2022. Within a broadly interpretive approach (Erickson, 1998), the analysis of the feedback involved the refinement of the major and common ideas (Mayring, 2000) held by the learners in their voluntary evaluation at the end of their course(s). The preliminary analysis highlighted two themes: pedagogically driven digital education accommodates diverse learners’ needs and deeper partnerships are established for teacher and learners as well as among learners through a digitalised course. Majority of the learners expressed the benefits of coming into the practical sessions by “feeling you know something already” as they were able to complete the digitalised sailing theory course at their own pace (i.e., less overwhelming), with repetitions (i.e., consolidating individual learning) and evaluate their understanding via the quizzes that provide instant feedback (i.e., self-check). It is worth noting that the average score of the quizzes was 94% and 98% at both levels respectively. Hence, the learners’ confidence/comfort levels were increased during the practical sessions and with that, it enhanced the positive learning experiences during the practical sessions. Most importantly, both teacher and learners found that the digitalised sailing theory course has helped to develop a deeper partnership between teacher-learners and among learners. This is particularly when the learners had already ‘met’ the teacher in the short videos and thus could ask targeted questions during the practical sessions. Very often, the questions turned into meaningful conversations between teacher-learners and among learners, addressing individual learning progress. As concluded by Deshmukh, et. al., (2022), such conversational discussions give the teacher opportunities to “provide challenge or support as needed” for the learners in a responsive manner. In short, the positive learners’ feedback ensures that similar initiatives could be adopted in today’s higher education when the curricula are developed digitally to support diverse students for deeper partnerships between teachers-students and among students, while serving as a mechanism to develop students as digitally literate citizens. After all, digital education is a spinoff opportunity arising from the global pandemic that could improve learning for all, including advances in people-orientated pedagogies and partnerships. But as the digital threads continue to weave their way through education, a critical question arises: Are we ready for digital education, especially when the level of digital literacy varies among teachers and students?
以教学为导向,开展面向不同人群的数字教育,深化合作伙伴关系
数字时代带来了一系列新的技能/能力,教师和学生都需要掌握这些技能/能力,才能在学术/专业领域茁壮成长。数字素养已成为教育的一个重要方面,特别是在高等教育中,教师和学生需要经常使用数字资源/工具。这一转变不可逆转地改变了教育的面貌,数字素养已不仅仅是使用数字工具的能力--它现在包含了要求教师和学生在数字空间中浏览、分析和创造信息的关键技能/能力。采用六边形社会-技术系统理论(利兹大学,2023 年),从 2022 年起为初级和中级水平的成人学习者推出了数字化帆船理论试点课程。在广泛的解释性方法(埃里克森,1998 年)范围内,对反馈意见的分析涉及对学习者在课程结束时的自愿评价中持有的主要和共同观点(Mayring,2000 年)的提炼。初步分析突出了两个主题:以教学为驱动的数字化教育能满足学习者的不同需求;通过数字化课程,教师和学习者以及学习者之间建立了更深层次的伙伴关系。大多数学习者表示,参加实践课程的好处是 "感觉自己已经知道了一些东西",因为他们能够按照自己的节奏(即不那么难以承受),通过重复(即巩固个人学习)来完成数字化的航海理论课程,并通过提供即时反馈(即自我检查)的测验来评估自己的理解。值得注意的是,两级测验的平均得分分别为 94% 和 98%。因此,学习者在实践课程中的自信心/舒适度得到了提高,从而增强了实践课程中的积极学习体验。最重要的是,教师和学员都发现,数字化帆船理论课程有助于加深教师与学员之间以及学员与学员之间的伙伴关系。尤其是当学习者已经在视频短片中 "认识 "了教师,因此可以在实践课程中提出有针对性的问题。很多时候,这些问题会变成教师与学习者之间以及学习者与学习者之间的有意义的对话,从而解决个人的学习进度问题。正如 Deshmukh 等人(2022 年)所总结的那样,这种对话式讨论为教师提供了机会,使其能够以积极响应的方式为学习者 "提供所需的挑战或支持"。简而言之,学习者的积极反馈确保了在当今的高等教育中,当课程以数字化方式开发时,可以采取类似的举措,以支持不同的学生,加深教师与学生之间以及学生与学生之间的伙伴关系,同时作为一种机制,将学生培养成具有数字素养的公民。毕竟,数字教育是全球大流行病带来的附带机会,可以改善所有人的学习,包括在以人为本的教学法和伙伴关系方面取得进展。但是,随着数字丝线继续在教育中穿梭,一个关键问题出现了:尤其是当教师和学生的数字素养水平参差不齐时,我们是否为数字教育做好了准备?
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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